高中英语 Unit4 Body Language教案 新人教版必修4
人教版 高中英语 必修四 unit4 Body language教案
Teaching PlanModule4 Unit 4 Body languagePart1 .Analysis of the teaching materialSs have been learning how to communicate by speaking or writing, they are familiar with the words or voice, but sometimes body languages can express our feelings more directly. If we don’t notice them we may make misunderstanding. So it’s very important to learn the new lesson, lesson4 body language. Body language means the moving of eyes, head or hands while talking, even the distance between persons. In the new class, Ss are helped to learn the ways of body language and the expressions related to them. And by leaning the reading text, Ss are expected to learn the meanings of body language on different cultural background.1.Teaching aims1)K nowledge aims:To understand the meaning of body language.To memorize the new words, phrases and sentence patents.Ability aims:To be able to describe body language with the words learnt.Can recognize the differences under the same body language.2)E motion aims:To arouse the Ss’ interest in body language.To cultivate the Ss’ love for body language.2.Teaching difficult and important points1)The new words, phrases and sentences:2) The ability to describe and recognize body language.3.Teaching aidsa teaching planA multi-media systempptPart2. Teaching and learning methods1.Task-based method,2.Audio-visual(直观) methodPart3. Teaching stepsStep1: GreetingsGreet the whole class as usual.Step2: lead-in (Individual Work)1）Lead Ss know the topic of the lesson (body language)2）Lead Ss know the objectives of the lesson.Step3:Warm-up (individual Work and pair work)1）Show Ss some picturesT: What can you infer from the pictures in Ex1 on P25?2)Games (group work and pair work)Show Ss pictures of different body language, ask them to guess in English together.Invite some Ss act out body language in front of the classroom, others try to guess in English.Ask student go through the expressions in Ex2.Step4:Pre-reading (group work)Have Ss listen to the tape to get the general idea of the text.(the misunderstanding caused by body language)Step5: listening (group work)Have Ss listen to the tape twice and under the body language and the related feels.Check the answers with the CStep6 reading (individual work and group work)1)H ave Ss read the text and do Ex1 of the Comprehending. Check up with the C.2)H ave Ss discuss the questions of Ex2 of the Comprehending.Homework1, Go through the question1-3 of Pre-reading on P25.2, Listen and read the text on P26 two times.3, complete other Exes about new words.。
高中英语人教版必修4Unit4教案
高中英语人教版必修4Unit4教案Unit 4: Body LanguageWarming Up and ReadingBy XXXnal Teaching Aims:Knowledge and Skills:1.To increase students' XXX.2.To enable students to discuss body language with ease.Ability Aims:1.XXX.2.XXX.3.XXX' XXX through individual and group work. XXX:1.To XXX interest in learning English.2.XXX diverse customs.XXX:1.Mastery of language points and their n in XXX.2.Development of respect for other cultures.Teaching Difficult Points:1.n of body language with partners XXX.2.XXX.XXX:1.Task-XXX and learning.2.Pair and group work to engage all students in the learning process.different ways.Task 2 Detailed readingRead XXX:1.What is body language?2.What are some examples of body language?3.How do people from different countries XXX?Step 5 Asking-and-answering activityDivide the class into pairs and ask them to discuss the following ns:1.What are some common gestures in your culture?2.How do you express XXX?3.XXX because of body language?Step 6 nToday we have learned about body language and how it varies in different XXX to pay n to your own body language and the body language of others。
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。
二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。
三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。
2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。
- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。
可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。
5. 小结（5分钟）对所学的新词和短语进行小结。
鼓励学生积极参与，对不清楚的地方进行反复澄清。
第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。
新人教版高一英语必修四 Unit4 Body Language 教案
新人教版高一英语必修四Unit4 BodyLanguage 教案Unit4 Body Language一、Teaching aims and demands1）Talk about body language2）Describe gestures and facial expressions3）Practice making offers and requests4）Write an imaginary story：1. Learn to use the expressions to make offers and requests and show thanks：：The -ing Form （2）used as Subject, Object and Predicative二、Teaching Time：Six periods1st period ；Speaking →（Warming up与Speaking以及Workbook 中的Talking）2nd period；Listening →（Listening和Workbook 中的Listening）3rd period；Reading →（Pre-reading ,Reading，Post-reading）4th period；Language study→（Language study 与Workbook 中Practicing）5th period；Extensive Rea ding →（Integrating skills中Part I 与Workbook 中Reading）6th period；Writing →（Integrating skills中Part 2 writing 与Workbook 中writing）三、Teaching procedures：Period 1（一）明确目标1. Learn body language.2. Study the language points connected with warming up. Listening and speaking.（二）整体感知Step 1 Greetings and Lead-in（p175）Step 2 Presentation.People communicate with each other in many ways：body language, writing, speaking, typing. Make a dialogue in pairs using body language.（三）教学过程Step 3 Warming-up（p176）Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.（1）Action show：Try to use your body to act out the next actionsStop! Com e here. You are very good. It’s ok. Bye-bye.（What is body language? Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.）（2）Match each picture with the correct emotion and the correct sentence.Possible answers：Picture 1：Confused；I don’t know what to do.Picture 2：Angry；I can’t believe she said that! That is so unfair!Picture 3：Sad；I’ve lost my wallet!Picture 4：Happy；I got an A in my exam!Picture 5：Tired；It’s been a long day. I can’t keep my eyes open.（3）Talk about the pictures1）How does the man in Picture 1 feel?He feels very confused because he doesn’t know what to do.2）How does the man in Picture 2 feel?He feels very angry because he thinks it was unfair forMary to say that to him.3）How does the man in Picture 3 feel? （He feels very sad because he has lost his wallet.）4）How does the man in Picture 4 feel? （He feels very happy because he has got an A in maths.）5）How does the man in Picture 5 feel?He feels very tired and he nearly cannot keep his eyes open.（4）Answer the questionsStep 4 Speaking（1）Choose one of the situation to act out using the useful expressions in the blanks：Situation1：An old man is carrying a very heavy suitcase Situation2 ：Somebody is late for a flight and wants to go ahead of the queue.Situation3：An old and sick person is on a crowded bus and wants to sit down.（2）Phrases to accept offers/refuse offers：1）That’s very nice of you. Thanks./ Yes, please.Thank you for your help. That’s very kind.2）No, thanks. I can manage it myself. It’s all right. Thank you. I can manage.（3）Sample：Situation 1Asking for helpO=old man P=PaulO：Excuse me, young man. Could you give me a hand with this, please? It’s very heavy.P：Oh, of course, I’d be happy to. There we go.O：Thank you.P：You’re welcome.O：Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P：Certainly. Where should I put it?O：Thank you. Just put it over there, please.P：There you are.O：Thank you, that’s very nice of you.Offering helpP：That bag looks very heavy. Do you need some help with that?O：Oh, thank you. Could you please put it over there?P：No problem. There you are. Is there anything else I can do for you?O：No, thank you. Thanks you for all your help.P：Would you like some help?O：Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P：Sure. My, this bag is heavy! Ah, there we go. Where shall I put it?O：Over there, please. Thank you so much!P：You’re welcome.Situation 2J = Jim A = Passenger A B = Passenger BJ：Excuse me, but I’m late for my f light. Could I please go ahead of youA：Why sure. My flight doesn’t leave for another hour. Are these bags yours? Shall I help you with that?J：No, thanks. I can manage it myself. （To the passenger standing at the check-in counter.）I cut in front o f you? I don’t want to miss my plane.B：Go right ahead. I’m still looking for my ticket. Do you need some help with that bag?J：Yes. Could you please help me put it up here? Thank you.B：You’re welcome.J：Oh no! I’m late for my flight.A：Excuse me, but did you say that you were late? Would you like to go ahead of me? My flight doesn’t leave for another hour.J：Thank you, that’s very nice of you! Could you help me with this bag, please?A：Sure. There you are. Would you like me to bring it up to the counter?J：Oh, no, thank you. I can manage it myself now.Situation 3（O = Old person；P = Passenger）O：Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P：Certainly. There you are. Here, please take my seat, you look a bit tired.O：Thank you. Yes, I’m not feeling well today. I think I have a bit of cold. Could you please tell me when we reach Long Street? I’m afraid I can’t see where we are when the bus is this crowded.P：Sure. I’ ll let you kn ow when we get there.P：Shall I help you with that?O：No thanks. I can manage it myself. But could please let me sit down for a while? I’m not feeling well.P：Oh, of course. Please take my seat.O：Thank you. That’s very nice of you.P：Not at all.Step 5 Language points1．keep my eyes open使眼睛睁开着★keep跟带形容词的复合结构，例如：①Good food keeps you healthy．好的食品使你健康。
高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。
与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“你”的身份去观察、倾听在机场发生的一切。
“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新标英语必修4全册教案(Unit 4Bd Language)Unit4BdLanguage Partne:TeahingDesignTeahinggals1TargetLanguagea重点词汇和短语isunderstand,siilar,faial,expressin,agreeent,an,hes t,gesture,adult,punishb重点句型或交际用语Atutthefllingeanings,pleasePleaseguesshatIeanPlease shtheatins,usingbdlanguageNitisurturntshtheatin/ges turePleaseuseeitherspenrdsrbdlanguagetexpressuridea sPleaseusebthspenrdsandbdlanguagetexpressurideas2Ab ilitgalsaEnablethestudentstunderstandhataertaingestureftheb dlanguageeansinagivensituatinbEnablethestudentstatu tseeanings,requireents,requestsrsituatinsgiveninthe targetlanguageEnablethestudentstexpressiththetarget languagetheeaningsgiveninbdlanguage3Learningabilitg alsaHelpthestudentslearnhtexpresstheselvesinbdlangu agehenneededbHelpthestudentsunderstandthershenbdlan guageisbeingusedTeahingiprtantpintsaTeahthestudentshtunderstandbdlanguageusedindiffere ntuntriesrulturesasellasindifferentasinsbTeahthestu dentshtusebdlanguageinthestapprpriateasinsTeahingdi ffiultpintsaEnablethestudentstrealizetheiprtanefbdl anguageinuniatinsthatlittlernisunderstandingaurbLet thestudentsnthatthereisbthpsitivebdlanguageandnegat ivebdlanguageTeahingethdsaIndividualr,pairrandgruprbAtingutbiitatin,ierithge sturesandbdveentTeahingaidsAputer,apretrandsepituresTeahingpredures≈asThefi rstperidreadingAisThelpstudentsdevelptheirreadingab ilitThelpstudentslearnabutbdlanguagePreduresIaringu paringupbatingLatthelistfinterpretatinntherightside fthehartPerfrtheatinrthennverbalbehaviurntheleftsid eExaplesfBdLanguagearingupbdefining—hatisbdlanguage?IIPre-reading1LingandsaingLattheaninthepiturebelhatdeshesatubhisb dlanguage?Basiall,hthedIn?r,Idn’tnnthin!Theshuldersarehunhedandthehandsarepensignif ingabigquestinar2TalingandsharingBdlanguageisthequiet,seretandstperf ullanguagefall!Ardingtexperts,urnn-verballanguageuniatesabut0%fhat erealleanhilerdstheselvesntributeaere7%urbdiessendutessagesnstantlandftenedn'tregnizethate 'reuniatingaltrethanerealizeurunderstandingandusefn n-verbaluesinfaialexpressinarefailiartusnearlfrbirt hIIIReading1ReadingaludtthererdingNpleaselistenandreadaludtther erdingfthetextUNIATIN:NPRBLE?Paattentinttheprnuniat infeahrdandthepausesithineahsenteneIillplathetapeti eandushallreadaludtie,t2ReadingandunderliningNextuaretreadandunderlineallth eusefulexpressinsrllatinsinthepassageptheturntebaft erlassasher3ReadingtidentifthetpisentenefeahparagraphNextuarets ithetexttidentifthetpisentenefeahparagraph4ReadingandtransferringinfratinReadthetextagaintplet ethetablehereishe/shefr?hatdeshe/shedhenhe/sheeetse neattheairprtfrthefirsttie?NaeuntrAtineaningrGariau liaSithAhedAzizadaeulnReadingandunderstandingdiffiultsentenesAsuhavereadt hetextties,uansureltellhihsentenesarediffiulttunder standNputurquestinsnerningthediffiultpintstetheteah er6ReadingandtranslatingNit’stiettranslatethetextinthinese,sentenebsentenehillb ethefirsttdit?IVlsingdnlsingdnbdingexerisesTendthel essnuaretdtheprehendingexerisesN1and2npage26and27ls ingdnbheinghesefthefllingbasinn-verbaluesandu'llreg nizethatualreadspeaandtranslateuhfthelanguage“I’surprised!”I’shed!”“I’sad!”ThesendperidLearningabutLanguageIaringuparingupbdisveringuseful rdsandexpressinsTurntpage27anddexerisesN1,2,3and4fi rstheuransersagainsturlassates’IILearningabutgraar1ReadingandthiningTurntpage2andreadithethetextfUNIAT IN:NPRBLE?Asureadalng,paattentinttheusesfThe~ingfra stheAttribute≈Adverbial2DingexerisesN1and2npage29Turntpage29DexerisesN1and2。
(完整版)人教版高一英语必修四unit4Bodylanguage教案
人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。
3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。
●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2. Teaching Important Points:1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2. How does body language differ among people fromdifferent cultures?Part 3. Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。
【教育学习文章】人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新课标英语必修4全册教案(Unit 4Body Language)Unit4BodyLanguage Partone:TeachingDesignTeachinggoals1.TargetLanguagea.重点词汇和短语misunderstand,similar,facial,expression,agreement,y awn,chest,gesture,adult,punishb.重点句型或交际用语Actoutthefollowingmeanings,please.PleaseguesswhatIm ean.Pleaseshowtheactions,usingbodylanguage.Nowitisy ourturntoshowtheaction/gesture.Pleaseuseeitherspoke nwordsorbodylanguagetoexpressyourideas.Pleaseusebot hspokenwordsandbodylanguagetoexpressyourideas.2.Abi litygoalsa.Enablethestudentstounderstandwhatacertaingestureo fthebodylanguagemeansinagivensituation.b.Enablethes tudentstoactoutsomemeanings,requirements,requestsor situationsgiveninthetargetlanguage.c.Enablethestude ntstoexpresswiththetargetlanguagethemeaningsgivenin bodylanguage.3.Learningabilitygoalsa.Helpthestudent slearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguage isbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedin differentcountriesorculturesaswellasindifferentocca sions.b.Teachthestudentshowtousebodylanguageinthemo stappropriateoccasions.Teachingdifficultpointsa.Ena blethestudentstorealizetheimportanceofbodylanguagei ncommunicationsothatlittleornomisunderstandingmayoc cur.b.Letthestudentsknowthatthereisbothpositivebody languageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutby imitation,mimeorwithgesturesandbodymovement.Teachin gaidsAcomputer,aprojectorandsomepictures.Teachingprocedu res&waysThefirstperiodreadingAimsTohelpstudents developtheirreadingability.Tohelpstudentslearnabout bodylanguage.ProceduresI.warmingupwarmingupbyacting Lookatthelistofinterpretationontherightsideofthecha rt.Performtheactionorthenonverbalbehaviourontheleftside.ExamplesofBodyLanguagewarmingupbydefining—whatisbodylanguage?II.Pre-reading1.LookingandsayingLookatthemaninthepicturebelow.whatd oeshesaytoyoubyhisbodylanguage?Basically,howthe.... ..doIknow?or,Idon’tknownothin!Theshouldersarehunchedandthehandsareope nsignifyingabigquestionmark.2.TalkingandsharingBodylanguageisthequiet,secretandmo stpowerfullanguageofall!Accordingtoexperts,ournon-verballanguagecommunicate sabout50%ofwhatwereallymeanwhilewordsthemselvescont ributeamere7%.ourbodiessendoutmessagesconstantlyandoftenwedon'tre cognizethatwe'recommunicatingalotmorethanwerealize. ourunderstandinganduseofnon-verbalcuesinfacialexpre ssionarefamiliartousnearlyfrombirthIII.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextcommUNIcATIoN:NoPRoBLEm?.P ayattentiontothepronunciationofeachwordandthepauses withineachsentence.Iwillplaythetapetwiceandyoushall readaloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlineal ltheusefulexpressionsorcollocationsinthepassage.cop ythemtoyournotebookafterclassashomework.3.ReadingtoidentifythetopicsentenceofeachparagraphNex tyouaretoskimthetexttoidentifythetopicsentenceofeac hparagraph.4.ReadingandtransferringinformationReadthetextagainto completethetable.whereishe/shefrom?whatdoeshe/shedo whenhe/shemeetsomeoneattheairportforthefirsttime?Na mecountryActionmeaningmrGarciajuliaSmithAhmedAzizma damecoulon5.ReadingandunderstandingdifficultsentencesAsyouhaver eadthetexttimes,youcansurelytellwhichsentencesaredi fficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.6.ReadingandtranslatingNowit’stimetotranslatethetextintochinese,sentencebysenten ce.whowillbethefirsttodoit?IV.closingdownclosingdow nbydoingexercisesToendthelessonyouaretodothecompreh endingexercisesNo.1and2onpage26and27.closingdownbyc heckingchecksomeofthefollowingbasicnon-verbalcuesan dyou'llrecognizethatyoualreadyspeakandtranslatemuch ofthelanguage.“I’msurprised!”I’mshocked!”“I’msad!”ThesecondperiodLearningaboutLanguageI.warmingupwarmingupbydiscover ingusefulwordsandexpressionsTurntopage27anddoexerci sesNo.1,2,3and4first.checkyouranswersagainstyourcla ssmates’.II.Learningaboutgrammar1.ReadingandthinkingTurntopage25andreadwithmethetexto fcommUNIcATIoN:NoPRoBLEm?Asyoureadalong,payattentio ntotheusesofThe~ingformastheAttribute&Adverbial .2.DoingexercisesNo.1and2onpage29Turntopage29.Doexerci sesNo.1and2。
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。
人教版高中英语必修4教案 Unit 4 Body language
Part 11 Warming Up:1)What is body language?(spoken language, written language)T: do you know how many ways can we use to communicate with others in our daily life? It’s obvious that we could communicate with others by speaking, right? Except for speaking, also, we could communicate by the way of writing, what’s more, if we don’t use speaking and writing, we can choose to use our body language to convey information.T:OK, so do you know what is body language?Body language refers to various forms of nonverbal communication, which for a person may reveal clues as to some unspoken(无法言说，不言而喻的) intention or feeling through his physical behavior.2)look at the pictures on blackboard and discuss what are the meaning of these body languages.T: now I will show you some pictures about body language , and I hope you cold tell me the meaning of each picture, OK?T: you are so smart, and have you found the similarity of these body languages of each line, Yes, according to the given pictures, we could generally divided body language into three part:①body gesture ②body movement ③facial expressions3)Game: Conveying the information that is written on the cards to your partners with body language.And next, for better understanding and using body language, let us play a game, the players should act and guess the content of the cards. I will invite three groups to do the game here, four students a group, three perform, and one guess, clear?2 Pre-reading:1)A same body language maybe have different meaning in different countries.T:we all know that because of the different cultural background, a same body language maybe have very different meaning, such“OK”，in China, it means “yes”, but in Japan, it means “money”, in France, it means “nothing”, and in Italy it’s a impolite and dirty gestures.2)The same meaning could be conveyed by different body languages such as the way of greeting, what can the people do when they meet each other at the first time?T: A same body language maybe have different meaning, on the contrary, the same meaning also could be conveyed by different body languages such as the way of greeting, so what can the people do when they meet each other at the first time? T: We know in China, when we greet to someone at the first, we could shake or wave our hands right? but what are the ways in other more countries? Let us learn it from the reading material on textbook page 26.3 While-reading:1)Skin to find the main idea of this passageT: Now , I will give you three minutes to read the whole passage quickly and summarize the main idea, OK?(This passage shows body language differs from culture to culture. Not all people greet each other in the same way. So we should study international customs for better communication.)2)Fill the blank to find the ways to greet in different countries or areasOK, everybody, next I will give another five minutes to read the passage again and find out all the ways to greet others by using body language according to the blank4 Post-reading：1)Is the author male or female? How do you know that?T: OK, everyone, there is an inference question, “Is the author male or female? And how do you know that?”(male, because Ahmed Aziz only shake hands with men.2)Find out the two cultural mistakes in para 2.T：In para 2 the author has mentioned two cultural mistakes right? So the first is what? (when tony Garcia from Colombia, approached Julia Smith from Britain, touched her shoulder and kissed her on the cheek as greeting, however, Julia stepped back appearing surprised and put up her hands to defend)The second mistake is (George Cook, who came from Canada, reached his hand out to Akira Nagata from Japan for introducing himself, however, Akira bowed so his nose touched George’s hand)3)What can we learn from this text?T: Do you feel the embarrassed? , for decreasing this kind of cultural mistakes, what do we need to do?①Body language plays an important role in daily communication, so it is very important to understand and use it correctly.②We should study international customs and respect the different cultures in the world.③When in Rome, do as the Romans do.5 homework：Find more body languages differ from culture to culture.(4groups, one group finishes one together)Part 21 Review:Yesterday we’ve learned many body languages about greeting which is different in many cultures, still we can remember that, in Britain, people usually greet with shaking hands, ……And today we go further learn the body language which conveys an universal information.2 While-reading:T: Firstly, everybody please spends three minutes looking through the whole passage and finding the main idea, clear? OK, go ahead with your task.1)What is the main idea of the passage?T: Are you finished? Where can we find the main idea? Which paragraph?Some body languages or gestures are the same throughout the world.2)Fill the blank to summarize the feelings and the corresponding body languages T: So next, let us learn these body languages further and together, at the same moment, please find out the emotional meaning of each body language, clear?3)Discussion:T: All right, it has been quite clear to understand the same body language and its emotional meaning throughout the world. The last reading task, everybody please gives an example of a person whose body language is very impressive or important to you, and please tell the reasons.(4)Guess the order of the story on page 31, then listen to the tape of the story on page 65.T: So much for our reading , by this unit, we had learned a lot of body language as well as its cultural meaning and emotional meaning, right. OK, next it’s time to check your knowledge acquisition.4)Act one of the stories on page 31 and 65.3 Homework:Do the exercises in 三维设计。
高中英语 Unit 4《Body Language》教案(4) 新人教版必修4
Body language一、教学目标与要求通过本单元教学，使学生了解身势语在各国人民交往中的重要性。
了解在各国不同身势语所表示的不同的交际含义，并以此来学习一些国家的风俗习惯和文化背景，学会如何礼貌待人；学生能运用所学语言，对不同的身势语及其含义进行介绍；复习动词不定式作宾语、定语、表语和状语的用法；复习表述提供帮助积应答的用语；正确完成练习册安排的练习。
二、教学重点与难点1．重点词汇 manage；wave；nod；realize；agreement；disagreement；while；manners；communicate；make sb．…；body language；one another；not all…2．重要句型 1〕Although we may not realize it，when we talk with others we make ourselves understood not just by words． 2〕But not all body language means the same thing in different countries．3〕In some Asian countries，you must not touch the head of another person．4〕But English people do not like to be too close to one another unless there is a rea-son．3．语法复习动词不定式作宾语、定语、表语和状语。
〔The Infinitive〕 1〕 They don’t like to be too close to one another．2〕They will move back to keep a certain distance away．3〕Have you got anything to say？4〕 It’s a pleasure to meet you．5〕Waving one’s hand is to say “Goodbye〞．6〕I don’t know how to communicate with foreigners．4．日常交际用语提供帮助和应答〔Offers and responses〕1〕 Can I take those boxes for you？2〕Thanks．Thst’s very kind．3〕What about your bag？Would you like me to carry it？4〕No，thanks．I can manage it myself．5〕Is there anything else I can do for you？6〕No，thank you．Thanks for all your help．7〕Shall I show you how to use this electrical typewrit-er？8〕Thanks．I haven’t used this one before．三、课型〔一〕对话课Ⅰ．教具录音机、投影仪。
高中英语Unit4Bodylanguage新人教版必修4教案
新课标人教版 Unit 4Body language身体语言中心1． Usually in an interview， the interviewee is asked to____________( 述，明 )hisor her name ， age and previous occupation.2． Chinese people often exchange ____________( 打招呼 )by shaking hands with each other.3 ． It ’ s natural that tourists would want to see interesting places that ____________( 代表，象征 )the city.4. Don ’ t____________( 凑近 )that fierce tiger.It’ s too dangerous.5． After waiting for a long time， I caught a glimpse of a taxi around the cornerand made a____________(猛冲 )for it.6． The brain performs a very important____________(功能 )for it controls the body’s nervous system.7． Don’ t believe all ads as many of them include f____________information.8 ． When you travel to a foreign country， culture shock may lead to cultural m____________9．用 associate的适合形式填空(1)It has been proved that cigarette smoking is ____________with lung cancer.(2)We are working in_______________with a local pany to raise money for the homeless.10.用 defend 的适合形式填空(1)She stepped back appearing surprised and put up her hands， as if in____________.(2)The law allows people to _________ themselves against a charge.1.state2.greetings3.represent4.approach5.dash6.function7.false8.misunderstandings9.(1)associated(2)association10.(1)defense(2)defend高短1． _____________保⋯⋯免得受2． _____________ 很可能⋯⋯ ; 有希望⋯⋯3． _____________的来；往常4． _____________舒坦；快活；逍遥自在5． _____________6． ________________背；背弃7． ________________相反地8． ________________以同样的方式9． ________________以⋯⋯基10． _________________当心1.defend...against2.be likely to3.in general4.at ease5.lose face6.turn one’ s back to7.on the contrary8.in the same way9.base...on10.watch/look out要点句式1． ________________was Tony Garcia from Colombia ， closely followed by Julia Smithfrom Britain.第一个抵达的是来自哥伦比亚的托尼·加西亚，紧随后来的是来自英国的朱莉娅·史密斯。
高中英语 Unit 4(Body Language)教案(5) 新人教版必修4 教案
Body language教学目标I.重点词汇：manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…II.日常交际用语：1).请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell me if can go now?2).允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3).拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.语法：复习动词不定式作宾语、定语、表语和状语。
教学建议对话分析This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.课文分析This two materials about body language and train the Ss' abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.教学建议The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.重点知识讲解accept与receive的用法1）accept用作动词，意为“接受”，指经过考虑，由主观意志来决定接受，动作者本身是主动的。
高中英语Unit 4 Body languages教案 新课标 人教版 必修4
高中英语Unit 4 Body languages教案新课标人教版必修4Period 1 Warming up, pre-reading and scanning.Step 1 Lead in.(Have the Ss what some body languages mean)Step 2 ComparisonMeaning Action2. I am worried. An upset look.3. I ate too much. Putting hand on the stomach, patting orrubbing.Dropping or hanging the head.4. I am sorry that I didsomething wrong.5. I’m so happy. A loud laughter with a shining face or smilingwith arms open and head back.6. You did a good job. A thumb up.7. You are angry. Turning your back to someone on purpose.8. Stop here. Putting the left palm on the forefinger of theright hand.1.What is the purpose of language?•The purpose of language is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.2 How can you tell if someone is sad even if they do not speak?•By looking at their facial expressions.Step 5. Answer the questions after scanning the text.• 1. Why are the people visiting China?• 2. What parts of the are not represented by the visitors?• 3. Why is Julia Smith surprised?• 4. Why do you move back from Ahmed Aziz?• 5. What do French people often do when they meet people they know?6. Can we expect people everywhere to act the same? Why•7. Why do you think we need to study body language?•8. Is the main character male or female? How do you know?Step 6 Read the passage once and divide the passage into 4 parts, the sum up the main ideas.Part1: (1) You are sent to Pudong Airport to meet business people.Part2:(2-3) Example of learned or cultural “body language”.Part3: (4-5) Different people have different body language.Part4: (6) Summary of body language.The main idea of the whole text:•It tells us about the importance and necessity of body language and its differences between different cultures.Period 2 Explanation of the text:1. They will be meeting at a major hotel with local business people and people whorepresent the Chinese government.‘will be meeting ’The future continuous tense: the action will take place for certain. “预料将要发生的动作”，多用于现代英语口语中，语气较婉转、随便。
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Unit4 Body Language1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。
能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
2. 教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
(2) 让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
3. 教学策略(1) 通过先自主学习，再小组合作讨论，最后辅以精要讲解和反馈练习。
(2)阅读能力方面：采用速读，浏览，细读等阅读方法。
(3)利用教学目标（任务）导引方法。
4. 教学设备：多媒体和其他教具。
5. 教学过程Step 1. Lead in(1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明：引出本单元的话题。
(2) The teacher shows some pictures on screen of some body language andask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。
Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.· Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language. (Para.2) B. Different people have different body language. (Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries.In order to avoid difficulties in today’s world of cultural crossroads,we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。
然后再去归纳中心思想。
Step 3. Careful readingRead Para. 1 and decide if the following statements are true (T) or false(F).(1) Yesterday, another student and I, representing our university'sstudent association, went to the Capital International Airport to meetthis year's international students. ( )(2) After an hour of waiting for their flight to arrive, I saw severalyoung people enter the waiting area looking around curiously. ( )Read Para.2&3 and match the people with their ways of greetingTony Garcia (Columbia) A. shakes hands and kisses others twiceon each cheekAhmed Aziz B. Bows(Jordan)Akira Nagata (Japan) C. shakes handsGeorge Cook (Canada) D. approaches others closely and touchestheir shoulder and kisses them on the cheekDarlene Coulon(France) E. stand quite close to other men but willusually not touch women.Read Para. 4&5 and decide whether the following statements are true (T)or false (F).(1) All cultures don’t greet each other the same way. ( )(2) From the passage we can see western cultures are better than easterncultures.( )(3) It’s necessary to study body language becau se it helps us to getbetter understanding among people from different cultures. ( )(4) Only a small number of people greet by shaking hands. ( )设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points1. approach vi. &vt.向……靠近；n.靠近;方法，步骤（后常跟介词to）即时练习(1) When I ____________(approach) the dog, it ran away at once.(2) Can you come up with a good approach of solving this problem? (单句改错）2. likely adj. 可能的；有希望的be likely to do 很可能……；有希望……(主语既可以是人，也可以是物）It is likely that...很可能……即时练习(1)She is the most _________ girl to win the prize.(2) It’s likely that he will succeed.(句型转换）=____________________________3. Yesterday, another student and I, representing our university’sstudent association, went to the Capital International …...representing 是现在分词(非谓语）作定语，相当于定语从句：who represented ….，谓语是went。
即时练习(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语）_____________(2)The girl __________(study) in the classroom is my sister. (用非谓语填空）4. I stood for a minute watching them and then went to greet them. watching 是现在分词(非谓语）作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。
即时练习(1) The boy stood there and cried.(把划线部分变为非谓语）The boy stood there_________.(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空）设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。
Step 4. Consolidation阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.As I get to know more international friends, I learn more about this(6) __________ (culture) body language. People communicate not only with(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.Correct the mistakes in the sentences.1. I stood for a minute watched them and then went to greet them.2. Julia stepped back appearing surprising.3. Akira Nagata from Japan came in smiled.4. Most people around the world now greet each other by shake hands.5. These action are not good or bad.Step 5. Free talkAfter discussing with your deskmate, think out the body language you know and act it out.Ask some pairs to perform in front of the class.设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。